Predicting & Previewing
Emphasising the schema theory, prediction creates a link
between the known and the new (Duke & Pearson, 2002).
Predicting involves students articulating what they expect from a text or what may happen in the text. In doing so, they establish a purpose for their reading, interact with the text and maintain their focus and motivation (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
Students should preview the text in combination with their prior knowledge to then generate predictions about it (NSW Government, n.d.).
Predicting involves students articulating what they expect from a text or what may happen in the text. In doing so, they establish a purpose for their reading, interact with the text and maintain their focus and motivation (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
Students should preview the text in combination with their prior knowledge to then generate predictions about it (NSW Government, n.d.).
Specific Pedagogies
To scaffold students’ knowledge and set a purpose for their reading teachers can:
- discuss student expectations
- evaluate the cover and table of contents to form predictions
- scan illustrations to inform predictions
- read on to establish whether predictions are correct
Ways to Adapt for Diverse Learners
Students with learning disabilities and difficulties may benefit from relating this comprehension strategy to a movie preview (Klingner & Vaughn, n.d.). Students may be asked how movie previews allow the viewer to determine who is in the movie, the situational context (e.g. the setting, time period), what questions the viewer might have to learn more or whether it generates their interest (Klingner & Vaughn, n.d.).
Similarly, when previewing a text, students can be taught to examine the title, vocabulary and supporting visual information (Klingner & Vaughn, n.d.). Students can also be encouraged to brainstorm prior knowledge and experiences and formulate a prediction with what they know and have learnt about the topic (Klingner & Vaughn, n.d.).
Similarly, when previewing a text, students can be taught to examine the title, vocabulary and supporting visual information (Klingner & Vaughn, n.d.). Students can also be encouraged to brainstorm prior knowledge and experiences and formulate a prediction with what they know and have learnt about the topic (Klingner & Vaughn, n.d.).